LBD

Learning DESIGN - has three stages:

I. Identify desired results

The Six Facets of Understanding

• can explain
• can interpret
• can apply
• have perspective
• can empathize
• have self-knowledge

II. Determine acceptable evidence

Assessment should include a culminating performance that demonstrates evidence of understanding of the concepts of the unit.
The performance is designed using either of these two formats;

GRAPE	GRASP
Goal Role and situation Audience Product and Presentation Evidence of Learning	GOAL ROLE AUDIENCE SITUATION PRODUCT STANDARDS for SUCCESS

Think like a Teacher!	Think like a sports coach!
What would be sufficient and revealing evidence of understanding?	What would be interesting and engaging activities on this topic?
What performance tasks must anchor the unit and focus the instructional work?	What resources and materials are available on this topic?
How will I be able to distinguish between those who really understand and those who don’t (though they may seem to)?	What will students be doing in and out of class? What assignments will be given?
Against what criteria will I distinguish work?	How will I give students a grade (and justify it to their parents)?
What misunderstandings are likely? How will I check for those?	Did the activities work? Why or why not?

III. Plan learning experiences and instruction

Use "WHERE" as a guide on where to focus the effort

• Where the work is headed and the purpose
• Hook students with engaging work that makes them more eager to explore key ideasook students with engaging work that makes them more eager to explore key ideas
• Explore the subject in depth and equip students with required knowledge and skills xplore the subject in depth and equip students with required knowledge and skills to perform successfully on final tasks. to perform successfully on final tasks..
• Rethink with students the big ideas; students rehearse and revise their workethink with students the big ideas; students rehearse and revise their work
• Evaluate results and develop action plans through self-assessment of resultsvaluate results and develop action plans through self-assessment of results

Key Design Question	Design Construction	Design Criteria
Stage 1 What is worthy of understanding?	Curriculum Standards Teacher expertise and interest	Enduring ideas Opportunities for authentic tasks Engagement Relevance
Stage 2 What is evidence of understanding?	Six facets of understanding Bloom’s digital taxonomy Assessment possibilities	Materials needed Feasible Skills needed
Stage 3 What learning experiences will promote understanding, interest and high standards	Variety of teaching and learning strategies to allow for different learning styles	Where is it going? (Purpose) Hook Explore/equip Rethink Evaluate

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Related Links

Teaching for understanding

Understanding the Design Process & Format of Design Unit & Template

(from http://www.tea.state.tx.us/ssc/ubd.html)